## Reflection: Continuous Assessment Evaluating Piecewise Defined Functions - Section 4: Closure

As I reviewed the exit slips I had many students that tried to rewrite the definition given to them. This tells me that they are still not proficient in understanding what a piecewise defined function. Some students said you use it with tables. For these students decided that the table was the key feature not that we should have a function that uses different rules depending on the input values.

I liked that some students tried to give other examples like closing hours of a store. This tells me the student is trying to connect to more real world applications. The third student response is one that I will need to address. I would like to ask the student to explain more about the response. At first glance I think the student is describing something that is not a function. This may be a case of a student trying to use the correct vocabulary but getting lost in the vocabulary.

Continuous Assessment: Assessing Exit Slip responses

# Evaluating Piecewise Defined Functions

Unit 2: Functions and Piecewise Functions
Lesson 2 of 15

## Big Idea: Piecewise defined functions can be interpreted as if-then statements to help with evaluation.

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Standards:
Subject(s):
Math, Precalculus and Calculus, piecewise-defined functions, evaluating funcitons, function
50 minutes

### Katharine Sparks

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